Welcome to the
Spanish-American Institute!We are proud
that since 1955 the Institute has contributed to the educational advancement of
over 100,000 students from all over the world.While the requirements of business have changed greatly over the
decades, the Institute remains dedicated to the success of New York's foreign-born students.

The Institute offers
students opportunities to prepare for entry-level employment in a variety of
fields including Accounting and Computer Applications.Computer applications courses include Word
Processing, Excel, Access, and PhotoShop among others.The Institute also offers a wide array of
courses in English as a Second Language from beginning through advanced levels.Graduates are awarded Certificates of
Completion for courses and Diplomas or Certificates for programs.Program graduates of business programs may
make use of our employment assistance service.

We offer day and evening
courses five days a week from 9:15 a.m. to 9:14 p.m. so that students can take
classes that fit their schedules.As you
review this catalog, you will learn even more about the Spanish-American
Institute.

If you would like additional
information, please call or visit and tour our facilities. The office at 240 West
35 Street, New York
10001, 212-840-7111, is open for information, registration, and guidance from 9
a.m. to 9 p.m., Monday through Friday.

MissionStatement

The Spanish-American
Institute's mission is to provide effective English language skills training to
individuals.

·Philosophy -

The
Institute believes that students are more likely to begin and to successfully
complete English language training when English For Specific Purposes courses (i.e. courses in other areas that are premised on language
learning while having other content) are combined with ESL-Only
courses,.

Objectives -The Institute implements this philosophy through:

·the establishment
and maintenance of an effective faculty,

·the development
of English For Specific Purposes business and computer courses as well as
tradioninal ESL only courses., and

·the integration
of a varied English as a Second Language course sequence.

The "Plus" courses of the ESL-Plus Course of Study have
been reviewed within the context of
English for Special Purposes (ESP) methodology and pedagogy. The curriculum components
for the ESP courses have goals, objectives, and student learning outcomes that
are premised on language
learning while having other content.

The Spanish-American Institute was founded
in 1955 by Frank J. Ferraro, President, and David Schiffman, Vice
President.In 1996, it was donated by
their successors to The Institute Foundation, Inc., a not-for-profit, equal
educational opportunity institution.

The Spanish-American Institute is located in the heart
of New York's
Garment and Fashion Districts.Just down
the block from Macy’s, MadisonSquareGarden
and Penn Station.34th Street has an Express
Stop on nearly every subway line!

Local Bus Service.Numerous City
buses stop at Herald Square.Express Bus.Many areas outside Manhattan are served by
private and City express buses, all of which make stops at or near Penn Station
and the Port Authority Bus Terminal.

From New
Jersey.The Institute
is a short walk from the Port Authority Bus Terminal which serves neighboring New Jersey towns.

By Car. While parking
is available at area garages and some students "car-pool" with family
and friends, mass transit offers such abundant, varied and inexpensive
transportation that few choose to drive.

The
Institute moved to its present custom-designed, fully air-conditioned facility
on the second floor at 240 West 35 Street, Manhattan in 2016,
after 48 years at 215 West 43 Street.The administrative offices, guidance offices, bookstore, student lounge,
computer room, and classrooms are easily accessible to each other.The Institute is wheelchair accessible.Every effort will be accommodate people with
special needs.For additional
information, please contact the Dean of Students at (212) 840-7111.

Computer,
keyboarding, accounting, Internet, and TOEFL students have access to modern
computer equipment, software, and printers.English language classes have weekly access to mobile TV/DVD and daily
access to CD players for audiovisual language learning and reinforcement.

The Institute is
a clock-hour, continuous enrollment institution.All courses and programs are designed so that
students can enroll in any class at any time during the year and progress
systematically through each class.Students are tested regularly and must pass required tests to maintain
good academic standing.

New students are
admitted to classes on the second Monday of each month.When the second Monday is a school holiday,
new students are admitted on Tuesday.Exceptions may be made upon consultation with the Dean of Admissions.

The Spanish-American Institute is authorized under federal law to
enroll non-immigrant, alien students. Prospective students and their parents
may review school accreditation documents by contacting the President for an
appointment at 212-840-7111.

The Commission on English Language
Program Accreditation (CEA) was founded in 1999 by English language
professionals as a specialized accrediting agency. The purpose was to
provide a means for improving the quality of English language teaching and
administration through accepted standards. CEA conducts accreditation reviews
in the U.S.
and internationally.

In September 2003, CEA was recognized
by the U.S. Secretary of Education as a national accrediting agency for English
language programs and institutions. This recognition gave CEA the distinction
of being the only specialized accrediting agency for English language programs
and institutions in the U.S.
In December 2005, the Commission expanded its mission to include the accreditation
of English language programs and schools outside the U.S.

The ESL-Plus Course of Study at the Spanish-American
Institute was accredited by CEA in December 2012.

The Institute Foundation, Inc., a not‑for‑profit New York corporation
established in 1995, owns the Spanish-American Institute.Its officers are Dante V. Ferraro,
President/Treasurer; Paul Schiffman, Vice President; and Robert
Connelly, Secretary.

Advisory Board members represent
education, community, and business.They
advise the Institute on community needs and business trends considered in the
design and implementation of our programs.This input keeps the Institute "in touch" with new
developments.The Advisory Board is part
of our continuing effort to improve and maintain the quality of the training
for its students.Advisory Boards
members for 2016-2017 are:

The student should be aware that some information in the catalog may
change. It is recommended that students considering enrollment check with the
school director to determine if there is any change from the information
provided in the catalog. In addition, a catalog will contain information on the
school’s teaching personnel and

courses/curricula offered. Please be advised that it is possible that
courses/curricula listed in the school’s catalog may have changed. It is again
recommended that the student check with the school director to determine if
there are any changes in the courses/curricula offered or the teaching
personnel listed in the catalog.

The Institute offers curricula measured in clock hours, not credit
hours. Certificates of completion are issued to students who meet clock hour
requirements. Institutions of higher
education do not offer transfer credits for courses taken at the Institute.

The Institute maintains an "open
door" policy regarding the personal and academic guidance of its
students.Students seeking advice on
personal or academic matters have access to both administration and
faculty.The Administration will
formally meet with students when deemed necessary to discuss academic,
attendance, or school rules and policies issues.

Institute policies prohibit substance abuse among all
members of the school community.Faculty
and administration encourage students to recognize the dangers of substance
abuse and to stay free of abuse. Professional information and counseling sources are available in the Institute's
office and resource centers.

The Institute supports the principle of
transfer and the award of credit for previous academic work.School personnel are ready to assist
graduates seeking admission to other institutions in requesting credit for
courses or programs completed at the Institute.

Students seeking transfer credit to other
institutions and programs should keep in mind that each institution is
responsible for determining its own policies and practices with regard to
transfer and award of credit.There are
at least three considerations that may affect transfer:

·Educational
quality of the institution from which the student transfers

·Comparability of the nature, content, and level of previous
academic work to that offered by the receiving institution.

·Appropriateness
and applicability of previous academic work to the programs offered by the receiving institution in light of the
student's educational goals.

The Student Lounge is available during
school hours to students and faculty who wish to study or "snack"
before or after class.Students are not
permitted in the Student Lounge during those hours when they are scheduled for
classes.The Lounge contains current
issues of newspapers and magazines, discount ticket vouchers to current
Broadway shows and amusement parksThe
Student Club “Book Swap” promotes the exchange of used books among students,
faculty and friends of the Institute.The Student Club “Book Exchange” provides a place for student to list
old textbooks “Wanted to Buy” of “Wanted to Sell”.

Each student is issued a Student ID Card the first day
of class.Students should carry this
card with them at all times.Persons
unable to identify themselves as students of the Institute may be asked to
leave the school.Many social and
cultural institutions that offer special student discounts accept the
Institute's student ID card.

The Institute's Bookstore maintains a supply of
textbooks, workbooks, materials and supplies required for course
assignments.Students may also purchase
light snacks in the Bookstore.The
Bookstore is maintained for the convenience of the student body.While students are required to have the
necessary texts, materials, etc., before starting classes, they may obtain them
from outside sources, if they so desire.

Students and all employees (including administrative
staff) who have concerns, dissatisfactions, or complaints are encouraged to
bring them to the Institute's attention as promptly as possible.Problems involving classroom matters should
first be discussed directly with the faculty member involved.Questions about administrative policies or
non-academic matters should be discussed with a Faculty Student-Services
Associate.

Concerns unresolved with
a Faculty Student-Services Associate may be discussed with the Dean of
Students.Dissatisfactions unresolved
with the Dean of Students should be presented to the President.

Remaining issues may be
submitted in writing to the Board of Directors.The submission should describe the problem in detail, include any
available documentation, and be signed by the student or employee.The Board will make appropriate inquiries and
recommend a resolution within thirty (30) days of receiving the written concern
and will notify the student or employee of those findings.

At no time shall a final
determination be made by a person or persons directly involved in the complaint
itself.Students and employees are
assured that no adverse action will be taken against anyone expressing a
concern through this mechanism.

Students are expected to conduct
themselves properly in classes and about the school area.Movement between classes should be
orderly.Students must report promptly
to classes when the bell rings.There
should be mutual respect among students and teachers at all times.

A student's failure to behave properly may
result in expulsion after a hearing before appropriate administrative
personnel.Students dismissed due to
improper conduct, poor attendance, failing progress, or tuition arrears are not
relieved of financial obligations as specified in the Enrollment
Agreement.Such dismissal does not
affect the computation of the applicable refund calculation.

Campus Security
Policies.All areas of the school are under the
constant supervision of the school President and Deans, administrative
personnel, and faculty members.Each is
familiar with the procedures to follow in responding to emergencies and crime
situations.Every effort is made to
minimize the risk of crime.

Procedure for Reporting Emergencies and Crimes.In the event of an emergency or crime, students should
contact the nearest faculty member or administrative support person and/or the
Institute President's office.

Procedure for
Responding to Reports of Emergencies & Crimes.All
faculty and staff members will notify the office immediately when appraised of
such situations.The President or his
designee will notify the police, medical personnel, or other appropriate
agencies.In the event of an emergency
or crime requires immediate action, all faculty and administrative personnel
will respond by calling one or more of the following numbers:

Police, Fire, and Medical
Emergencies

911

RooseveltHospital

1000 Tenth Avenue
@ West 57 StreetNew York, NY10019

212.523.4000

In the event of fire, follow the exit procedures listed for fires on
posted signs.Fire extinguishers are
located throughout the school.All
school personnel are familiar with fire and exit procedures.

·The unlawful
manufacture, distribution, dispensation, possession, or use of alcohol,
narcotics, or illicit drugs, or the consumption of alcohol by persons under the
State legal age is prohibited on Institute premises.

·Any student or employee discovered to be violating these rules is subject
to suspension and/or dismissal.Such
action will be taken independently of any criminal action that may arise from a
violation of civil law governing these areas.

·Reinstatement of
suspended students or employees will not occur until the Institute can
ascertain by professional documentation that the student or employee has
undergone counseling and treatment and is free from any drug or alcohol
addiction.

Information Programs
Available.

If you or someone you
know needs help with drug and/or alcohol or if you would like information,
please contact the school office or one of the following agencies:

While the Institute does not require students to obtain medical care
insurance or recommend a specific plan, it is important for students to realize that
medical care expenses can jeopardize a student's financial status and ability
to maintain full-time student status in good standing.

Having
health insurance is also important because coverage helps people get timely
medical care and improves their lives and health. Without health insurance people:

·receive less medical care and less timely care.(Overall, uninsured people get about half as
much care as the privately insured—even
taking into account free care received from providers).

·have worse health outcomes.(Uninsured people are sicker and more apt to
die prematurely than their insured counterparts. Conversely, having health coverage is
associated with better health-related outcomes).

The following
article provides more detailed information on why it is important to consider
getting a health insurance.

There are many insurance companies that offer
health insurance for international students studying in the United States. Be careful when selecting an insurer. The following organization indicates on its
website that it is recognized by the American Association of Intensive
English Programs (AAIEP) and NAFSA:
Association of International Educators. International
Student Insurancehttp://www.internationalstudentinsurance.com/student-health-insurance/

Students, faculty, staff and administrators for their part will assist in
this effort by making every reasonable effort to keep the Institute updated on
changes to their e-mail addresses, home addresses, and cell phone and land-line
phone numbers.

The Institute's designated school official terminate
the SEVIS (Student and Exchange Visitor Information System) record of any F-1
student visa student who does not comply with the SEVP (Student and Exchange
Visitor Program) full course of study requirement or where a pattern of
non-attendance is evident.

Students
may complete less than (or morethan) course
hours of work in listed individual course hours if teachers recommend
advancement upon completion of terminal objectives prior to (or after)
completion of the individual course hours.Slower students must complete 65% of the course hour terminal objectives
to maintain satisfactory academic progress.Therefore, the number of hours spent in each course will vary according
to course placement at registration and individual achievement of terminal
course objectives.

* Students
begin studies at the level corresponding to their current language abilities as
determined by a placement test and remain in the assigned level for the number
of hours indicated unless the instructor recommends a higher level sooner or
later.Teacher recommendations are based
on student attainment of the course terminal objectives in less than (or more
than) the normal number of hours.

TUITION:See List
of Courses on page 55.Certificate: See List
of Courses on page 55.

PREREQUISITE:English Level V
or by individual placement through advisement

DESCRIPTION:

In this “English Through Keyboarding” course students develop
English language skills related to keyboarding and information processing.Students acquire language related to
keyboarding while exploring basic keyboarding and information processing.Students also utilize language skills to
complete basic computer application tasks.(This course is not
intended to provide instruction which will result in the student's acquisition
of occupational skills. Placement assistance by the school is not available for
this course.)

GOALS:

This course will develop student’s :

·keyboarding
vocabulary and

·identification
of keyboarding spelling and punctuation errors

OBJECTIVES:

Students will be able
to:

·demonstrate
understanding of English keyboarding terms;

·identify andmodify English spelling, punctuation, and other
language errors in a document

·type a short
timed document using grammatically correct English.

STUDENT LEARNING
OUTCOMES:

·identify and utilize keyboarding
terms with 80% accuracy.

·read and understand English letter
combinations and words, word combinations, sentences, and passages;

·recognize and correct spelling,
punctuation, and other English language errors; and

PREREQUISITE:English Level V or by individual
placement through advisement

DESCRIPTION:

In this “English Through Keyboarding” course students develop
English language skills related to keyboarding and information processing.Students acquire language related to
keyboarding while exploring keyboarding and information processing.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement assistance
by the school is not available for this course.)

GOALS:

This course will reinforce
students’:

·ability to comprehend and use
English vocabulary related to keyboarding and

·keyboarding
techniques.

OBJECTIVES:

Students will be able to:

·read, comprehend, and edit English
languageerrors in letters and documents

·transfer and type letters, reports,
tables, memos and business documents from handwritten text

In this “English Through Keyboarding” course students further
develop English language skills related to keyboarding and information
processing.Students acquire structural
and functional languagerelated to
keyboarding while business correspondence, reports, tabulations, forms from
unarranged and rough-draft hand-written and print copy sources in English.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

In this “English Through Keyboarding” course students
further develop English language skills related to keyboarding; focusing on
speed and accuracy skills through production of various kinds of business
correspondence, of reports, of tabulations, and of forms from unarranged and
rough-draft hand-written and print copy sources in English.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

GOALS:

This course will reinforce students’:

·ability to apply English reading,
speaking and writing skills to determine format and produce business documents

·keyboarding
skills, including touch control, techniques, and speed

OBJECTIVES:

Students will be able to:

·demonstrate comprehension of
keyboarding directions and apply to various business situations

·differentiate between various
businesssituations and modify document
formats, including letters, reports, memos andtables.

·locate English grammatical, spelling
and composition errors

·type 45 wpm with less
than 5 errors in 5 minutes

STUDENT LEARNING
OUTCOMES:

·comprehend and apply directions in
English when practicing advanced keyboarding exercises within integrated
business situations experiences requiring English language reading, discussion,
and writing skills;

·distinguish
English language descriptions of complex business situations that will
determine the production of documents;

·synthesize
information from various English language sources that will determine the
format of document production;

·produce
within situated experiences various kinds of letters, reports, memos, tables,
and other personal-business and business documents from English language text,
identifying and correcting language errors;

·develop
advanced touch control of the keyboard and proper keyboarding techniques; and

·build
basic speed and accuracy skills (to 45 wpm, keyboarding English text with no
more than five errors in five minutes).

COURSE
DESCRIPTION: this course builds word processing speed and
accuracy through practice in the production of various kinds of business
correspondence, of reports, of tabulations, and of forms from unarranged and
rough-draft copy sources.

PREREQUISITE:English Level V or by individual placement through advisement

COURSE DESCRIPTION:

In this “English Through Business
Management” course students develop English language skills and acquire
business terminology and common structures used in business settings. Through
reading, discussion, and case study analysis, students develop an understanding
ofEnglish language usage:

·in
small business planning,

·marketing
and operational strategy development,

·legal
and financial issues, and

·day-to-day
supervision and control procedures.

(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

GOALS:

This English For Specific Purposes course will develop the
student’s:

·knowledge of English business
management key terms

·ability to assess visual material
and

·ability toanalyse, discuss and write a small business
plan in English

OBJECTIVES:

Students will be able to:

·describe key small English business
management terms

·use English to examine and interpret
various visual materials including, graphs and charts

·analyze, discuss and write about
small business problems in English and

·create a small
business plan in English

STUDENT LEARNING OURCOMES:

By the end of the course, students
will be able to:

·identify key English terms related
to small business management;

·analyze and interpret, in English,
graphs, charts, and other visual material;

·to read, discuss, and write in
English about cases illustrating typical small business situations or problems;
and

PREREQUISITE:English Level V or by individual
placement through advisement

COURSE
DESCRIPTION:

In this “English Through Accounting” course students develop
English language skills to be successful with basic accounting functions. This
course sequence introduces students to the purposes and principles of
accounting and the practice of fundamental accounting procedures. Students
analyze and apply accounting concepts and procedures to real-life situations
drawn from various types of businesses.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

·read and better understand written
English language descriptions of accounting, the language of
business;

·develop oral fluency with numbers
and numerical functions;

·interpret charts, graphs, and other
visual materials;

·speak and to write in English about
situations and problems requiring accounting activities or solutions;

·read for detail in the context of
accounting problems and directions;

·interpret orally and in writing how
businesses communicate with financial statements; and

·apply accounting
principles and procedures to analyzing and recording transactions, to accrual
accounting and financial statement, to completing the accounting cycle, to
accounting for merchandising activities and to merchandise inventories and
sales costs.

In
this “English Through Accounting” course students develop English language
skills to be successful with intermediate accounting functions. This second
course in an accounting sequence expands students' knowledge about the
purposes and principles of accounting and the practice of fundamental
accounting procedures. Students analyze and apply accounting concepts and
procedures to real-life situations drawn from various types of businesses.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

GOALS:

This course will reinforce students’
knowledge of

·the purposes and principles of
accounting

·fundamental accounting procedures

·accounting principles viewed from
different business types

OBJECTIVES:

Students will be able to:

·interpret written accounting and general
business language

·interpret and use visual materials
including charts and graphs

·speak, read, and write about various
accounting situations

·breakdown financial statements and
analyze transactions

·explain the concept and form of
accounting information systems

·apply accounting principles to cash
and internal control; to receivables and short-term investments; to plant
assets, natural resources, and intangibles; to current liabilities; and to
partnerships.

STUDENT LEARNING OUTCOMES:

By the end of the course, students
will be able to:

▪to read and better understand
written English language descriptions of accounting, the language of
business;

▪to interpret charts, graphs, and
other visual materials;

▪to talk and to write in English
about situations and problems requiring accounting activities or
solutions;

▪to read for detail in the context of
accounting problems and directions;

▪to interpret how businesses
communicate with financial statements

▪to understand the concept and forms
of accounting information systems; and

▪to apply accounting principles and
procedures to cash and internal control; to receivables and short-term
investments; to plant assets, natural resources, and intangibles; to current
liabilities; and to partnerships.

In
this “English Through Accounting” course students develop English language
skills to be successful with advanced accounting functions. This third course
in an accounting sequence expands students' knowledge about the purposes
and principles of accounting and the practice of fundamental accounting
procedures. Students analyze and apply accounting concepts and procedures to
real-life situations drawn from various types of businesses.(This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

GOALS:

This course will expand students’ knowledge of:

·purposes and principles of
accounting

·fundamental accounting procedures

·analysis and
application of various accounting concepts and procedures

In this “English
Through Accounting” course students develop English language skills to be
successful with basic accounting functions. This fourth course in an accounting
sequence expands students' knowledge about the purposes and principles of
accounting and the practice of fundamental accounting procedures. Students
analyze and apply accounting concepts and procedures to real-life situations
drawn from various types of businesses.(This course is not intended to provide instruction which
will result in the student's acquisition of occupational skills. Placement
assistance by the school is not available for this course.)

GOALS:

This course will reinforce students’
knowledge of:

·purposes and principles of
accounting

·fundamental accounting procedures

·analysis and
application of various accounting concepts and procedures

OBJECTIVES:

Students will be able to:

·interpret written English accounting and general business language

·interpret and use English visual
materials including charts and graphs

·speak, read, and write in English about
various accounting situations

·breakdown financial statements and
analyze transactions in English

·explain in English the concept and
form of accounting information systems

Course
Description:A basic
introduction to English for students who have had little or no prior school
experience in English.

Course Goals:To develop students’ basic ability to
comprehend and respond appropriately to simplified spoken English and to
produce basic spoken English in social situations; to develop students’ basic
ability to comprehend and analyze simplistic texts in English; to develop
students’ ability to recognize word order and simple sentence structure.

Course Objectives:
. Students will learn fundamental
literacy skills and basic communicative competence in English needed to
successfully continue ESL instruction and/or to participate successfully in the
workplace and community.By the end of
the course, students should have developed basic receptive skills for listening
and reading American English.

Daily classes encourage application
of newly-learned skills to everyday situations through conversation, reading,
and writing.Language elements are
introduced, used, and reused in different written, oral, and aural situations
within contexts drawn from daily life.Instruction will be supplemented with companion ESL video and music
recordings keyed to textbook units.

Course Goal:To develop students’ ability to
comprehend and respond to spoken English on familiar topics, such as self,
school, family, work and everyday activities; to develop students’ ability to
comprehend and appropriately use basic grammatical structures in both written
and spoken English; to develop students’ ability to identify key ideas in basic
texts relating to everyday topics; and to develop students’ ability to
construct simple and compound sentences on a familiar topic or idea.

Course Objectives:Students will listen, speak, read and
write English at a beginning level.

Instructional Methods: Daily
classes encourage application of newly-learned
skills to everyday situations through conversation, reading, and writing.Language elements are introduced, used, and
reused in different written, oral, and aural situations within contexts drawn
from daily life.Instruction will be
supplemented with companion ESL video and music recordings keyed to textbook
units.

Course Description:Prepares students to communicate using
routine statements related to personal needs, desires, and feelings in familiar
social contexts.

Course Goals:To
improve students’ ability to comprehend and respond appropriately to
high-beginning spoken English and to improve students’ ability to use spoken
English in real world situations; to improve students’ ability to use
grammatical structures necessary for expressing the present, the future and the
past time; to develop students’ ability to comprehend and analyze high
beginning texts.

Course
Objectives:Students will understand, speak, read and
write at a basic or high beginning level.

oRecognize words that signal differences
between present, past and future.

oRespond appropriately using present, past and
future on familiar topics.

oInterpret short paragraphs on familiar
topics.

oIdentify sequence of events in short
readings.

oExamine authentic documents to locate
specific information.

oProduce a paragraph on a familiar topic.

Instructional Methods:An
integrated cumulative skills development methodology increases language
retention and fluency by stimulating students to make meaning from a new
language through active learning activities.Recorded listening passages build on vocabulary and ideas from
background material and exercises.Students work individually, in pairs, and in small groups on guided,
linked activities built around each unit's theme.

Course Description:Prepares students to communicate in
familiar job, social or everyday situations in standard American English.Prerequisite(s):Placement Test or ESL II.

Course Goals:To
broaden students’ ability to comprehend and respond appropriately to spoken
English and to use spoken English in a variety of work and social situations;
to broaden students’ ability to comprehend and use grammatical structures in
written and spoken English in non-academic setting; to broaden students’
ability to comprehend texts in English; to increase students’ fluency in
producing written language.

Course Objectives:Students will read and listen to a
variety of sources with general understanding; express ideas orally and in
written form with fluency.

oRecognize main ideas and details in
conversations and short lectures.

oCommunicate needs, activities and events using
appropriate time frame and vocabulary.

oEmploy clarification strategies.

oApply linguistic, socio-cultural and other
background knowledge and strategies to understand the intent of a speaker and
to respond appropriately.

oSpeak so others can understand by recalling
and using limited vocabulary including words related to common, everyday
topics, personal experience, know and use basic grammar and sentence structure
and appropriate level of formality.

oInterpret short paragraphs on familiar
topics.

oPredict meanings of unfamiliar vocabulary
with contextual clues.

oIdentify sequence of events in short
readings.

oExamine authentic documents to locate
specific information.

oConvey ideas in a paragraph with detailed
information.

Instructional Methods:An
integrated cumulative skills development methodology increases language
retention and fluency by stimulating students to make meaning in a new language
through active learning activities.Recorded listening passages build on vocabulary and ideas from background
material and exercises.Students work
individually, in pairs, and in small groups on guided, linked activities built
around each unit's theme.Instruction is supplemented with ESL audio and video
material keyed to textbook units.

Course
Description:Prepares
students to respond to multi-step directions and communicate using formal and
informal language in a variety of situations.Students follow written instructions, read narratives and interpret
material.

Course Goals:To
deepen students’ ability to comprehend and respond appropriately to natural,
authentic spoken English; to use spoken English in a variety of social, non-academic
and professional settings; to deepen students’ ability to comprehend and use
grammatical structures in both written and spoken English in various contexts;
to deepen students’ ability to comprehend and analyze authentic texts; to
deepen students’ ability to organize information and produce summaries.

Course Objectives:Students will read and listen to a
variety of sources; express his/her ideas orally and in written form with
fluency and clarity.

oIdentify and modify sentences for time frame
errors and mechanics, such as spelling, punctuation and capitalization.

Instructional Methods:An
integrated cumulative skills development methodology increases language
retention and fluency by stimulating students to make meaning from a new
language through active learning activities.Recorded listening passages build on vocabulary and ideas from
background material and exercises.Students work individually, in pairs, and in small groups on guided,
linked activities built around each unit's theme.Instruction
will be supplemented with ESL audio and video material keyed to textbook units

Course
Description:Prepares students to understand sustained conversations and
instructions and to communicate independently in various situations.Students apply reading strategies and
thinking skills.Students write and edit
an organized piece of writing.

Course Goals:To
expand students’ ability to comprehend and respond timely and appropriately to
natural, authentic spoken English; to use spoken English in a variety of
social, non-academic and professional settings; to expand students’ ability to
comprehend and use grammatical structures in both written and spoken English in
social, non-academic and professional contexts; to expand students’ ability to
comprehend, analyze and synthesize authentic texts; to deepen students’ ability
to organize information and produce summaries.

Course
Objectives:Students will listen, speak, read
and write at a high intermediate level.Students will communicate effectively and appropriately in standard
American English.

oIdentify and modify written work for
structural errors and mechanics, such as spelling, punctuation and
capitalization.

Instructional
Methods:An integrated cumulative skills development
methodology increases language retention and fluency by stimulating students to
make meaning from a new language through active learning activities.Recorded listening passages build on
vocabulary and ideas from background material and exercises.Students work individually, in pairs, and in
small groups on guided, linked activities built around each unit's theme.Instruction
will be supplemented with ESL audio and video material keyed to textbook units.

Course Description:Prepares students to understand and
communicate independently in authentic situations.Students apply reading strategies and
thinking strategies when reading materials from a variety of sources.Students write and present their ideas with
fluency and clarity.

Course Goals:To
enhance students’ ability to comprehend, analyze and respond timely and
appropriately to natural, authentic spoken English in a wide variety of
settings; to broaden students’ spoken English through the employment of
appropriate stress, rhythm and intonation patterns; to enhance students’
ability to comprehend and correctly use grammatical structures in social, non-academic
and professional contexts; to expand students’ ability to comprehend, analyze
and synthesize authentic texts in a wide variety of settings; to deepen
students’ ability to organize information, produce summaries and evaluations;
to increase students’ ability to produce written language for a variety of
settings.

Course Objectives:Students willlisten,
speak, read, and write using longer compound and complex sentences and more
extensive vocabulary than expected of ESL V students.They will apply language skills at a higher
level to make predictions, express and defend opinions, summarize information,
retell a conversation, and compare and contrast.

oConvey ideas in an organized essay with a
clear thesis, supporting ideas and details.

oIdentify and modify written work for
organizational and grammatical errors and mechanics, such as spelling,
punctuation and capitalization.

Instructional Methods:An
integrated cumulative skills development methodology increases language
retention and fluency by stimulating students to make meaning from a new
language through active learning activities.Recorded listening passages build on vocabulary and ideas from background
material and exercises.Students work
individually, in pairs, and in small groups on guided, linked activities built
around each unit's theme.Instruction
will be supplemented with ESL audio and video material keyed to textbook units

Course
Description:Business
English teaches English language skills designed to help students communicate
more successfully in a business and real world environment.The course emphasizes writing as a process of
development that includes drafting, writing, editing, and reading that conveys
the writer’s intentions clearly and correctly.

Course Goals:To broaden students’ ability to communicate
clearly and fluently in a professional setting; to broaden students’ spoken
English through the employment of appropriate stress, rhythm and intonation
patterns; to enhance students’ ability to comprehend and correctly use
grammatical structures appropriate in professional contexts; to expand
students’ ability to comprehend, analyze and synthesize workplace related
texts; to increase students’ ability to produce written documents required in a
professional setting.

Course Objectives:Students will read intensively and write
extensively.Students will develop
vocabulary and clear pronunciation needed for a professional business setting.

Recognize how context
affects meaning, grammar, and other writing choices.

Recognize and correctly use
English grammar in context with an emphasis upon grammar and usage issues
for ESL writers.

Identify and use correct
punctuation, mechanics, and spelling in business and real world writing.

Identify and restate main
ideas, implied meanings and supporting details.

Make inferences and draw
conclusions orally and in written form.

Instructional Methods:Students develop reading and writing
skills from an integrated cumulative skills approach that increases language
retention and fluency by stimulating students to create meaning in a new
language through active learning activities. Longer reading passages and recorded listening
passages, and videos build on vocabulary and ideas from background material and
exercises.Students are guided through the writing process, followed by practice in
context activities that allow them to apply each new writing concept to their
own writing.Students work
individually, in pairs, and in small groups on guided, linked activities built
around each unit's theme.

Course
Description:Advanced
Reading and
Writing develops advanced English language skills through close examination of
reading passages, through objective discussion of reading, and through paragraph
and short essay writing.The course
develops personal, non-academic, and workplace advanced English reading,
writing, and oral presentation skills at the multi-paragraph and document
level.

Course Goals: To broaden students’ ability to communicate clearly and fluently in a non-academic
or professional setting; to broaden students’ spoken English through the
employment of appropriate stress, rhythm and intonation patterns; to enhance
students’ ability to comprehend and correctly use grammatical structures
appropriate in non-academic and professional contexts; to expand students’
ability to comprehend, analyze and synthesize non-academic and professional
texts; to increase students’ ability to produce written documents required in a
non-academic and professional setting.

Course Objectives:Students
will read intensively and write extensively to develop rhetorical patterns
necessary for successful non-academic study.Students will give oral presentations that are organized and fluent.

Recognize how context
affects meaning, grammar, and other writing choices.

Recognize and correctly use
English grammar in context with an emphasis upon grammar and usage issues
for ESL writers.

Identify and use correct
punctuation, mechanics, and spelling in non-academic and real world
writing.

Identify and restate main
ideas, implied meanings and supporting details.

Make inferences and draw
conclusions both orally and in written form.

Instructional Methods:Students develop language skills from an
integrated cumulative skills approach that increases retention and fluency by
stimulating them to create meaning in a new language.Longer reading passages, recorded listening
passages, and videos build on vocabulary and ideas from background material and
exercises.Students are guided through the writing process, followed by practice in
context activities to apply each new writing concept to their own writing.Students work individually, in pairs,
and in small groups on guided, linked activities built around each unit's
theme.

A content-based approach is employed to provide a more natural way to
motivate English language learning which accelerates language acquisition when
students see a real-world purpose in learning something they are interested in
rather than language in isolation.Interactive and engaging student-centered
activities to review TASC subjects followed by extensive exercises and practice
with simulated and actual test material written by TASC test makers that
includes feedback on written texts, including essays, as well as, personalized
study plans and effective test taking-strategies which are premised on English language learning while having TASC content..

This “English ThroughPre-GED” course is designed to provide the English language foundation
for GED preparation in the areas of Language Arts: Reading, Language Arts: Writing, Social
Studies, Science, and Mathematics.

Course Goals:

This course develops the student’s English language and
test-taking skills in:

English reading

English writing

social studies in English

science in English and

math in English

Objectives:

By the end of the course, students
will have received:

review and practice of English language pre-GED level skills in
language arts:reading (including
critical thinking, meaning, organization, and style in various genres);

review and practice of pre-GED level skills in language arts:
writing (including English grammar and usage and independent writing
components);

review and practice of pre-GED level English language skills in
social studies (including critical reading of various documents and
formats requiring higher order thinking skills and interpretation ofillustrations);

review and practice of pre-GED level skills in science (including
critical reading and application of scientific information in English in
various fields of science);

review and practice of pre-GED level skills in English in
mathematics (including the four functions and applications with word
problems and problem-solving through basic algebra and geometry); and

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classroom
review of pre-GED skills followed by extensive exercises and practice with
periodic pre- and post-testing and assessment which
are premised on English language learning while having pre-GED content.

In this “English Through TOEFL Prep” course students develop
English language skills. The course helps prepare advanced ESL students for the
TOEFL through the application of advanced integrated English language skills
tested by the Next Generation iBT.

This course is not designed or
intended to prepare students for college-level, academic work.

Course Goals:

This course will prepare students’ to take the TOEFL
exam

Objectives:

Students will be able to:

apply TOEFL-like
English language skills

indicate familiarity
with Next Generation iBT test-taking strategies

recognize TOEFL-like
test conditions through practice tests

Student Learning
Outcomes:

By the end of the course, students will be able to:

strengthen the
application of integrated English language skills in TOEFL-like
contexts.

provide
understanding of and experience with TOEFL Next Generation iBT test-taking
strategies with its emphasis upon integrated English language skills
testing.

provide
practice test taking under TOEFL-like conditions

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real world purpose in learning
something they are interested in rather than language in isolation.Classroom instruction includes timed and untimed practice
exercises similar to TOEFL questions and situations.Students listen to pre-recorded listening
material and have supplementary CD ROM material with additional practice
exercises and two actual TOEFL iBT tests which
are premised on English language learning while having TOEFL iBT content.

understand how
to navigate toolbars and use menus to customize Windows; and

understand how
to use other Windows features.

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classes include theory and
development sessions followed by hands-on practice and drills.Students will complete periodic summary
exercises that require application of all skills learned to date.Each student will create a portfolio of
finished output which are premised on English language learning while having
Microsoft Windows content.

In this “English Through
Excel” course students develop English language skills needed to successfully
execute operations in Excel.This course
introduces students to English language spreadsheet concepts, features,
functions, and applications using Excel.

This course is not
intended to provide instruction which will result in the student's acquisition
of occupational skills.Placement
assistance by the school is not available for this course.

Course Goals:

This course will develop students’:English skills to navigate Excel in English

OBJECTIVES:

Students will be able to:

analyze and demonstrate use
of Excel spreadsheets in English

identify uses ofExcel in everyday situations in English

use Excel toolbars and
menus to customize projects

apply other Excel features

Student Learning
Outcomes

By the end of the course,
students will be able to:

use English spreadsheets, in general, and Excel, in particular;

understand in English how Excel can be applied to real world
situations;

navigate English toolbars and use Englishmenus to customize Excel; and

use other Excel features in English.

Instructional
Methods:

A
content-based approach is employed to provide a more natural way to motivate
English language learning which accelerates language acquisition when students
see a real-world purpose in learning something they are interested in rather
than language in isolation.Classes
include hands-on practice and drills.Students
will complete periodic summary exercises that require application of all skills
learned to date which are premised on English language learning while having
Excel content.Each student will create a portfolio of
finished output.

In this “English Through Using The Internet” course students
develop English language skills needed to be successful with the structure of
the Internet.The course provides English
direction and practice in using the Internet correctly to obtain valid
information for personal, for business, and for academic use.The course emphasizes good searching skills
and includes practice in developing a personal English web page.

This course is not intended to
provide instruction which will result in the student's acquisition of
occupational skills. Placement assistance by the school is not available for
this course.

Course Goals:

This course will develop students’ ability to:

read and interpret internet
basics through written English

read and interpret textbook
exercises in written English

verbally explain internet
procedures in English

distinguish between valid
and invalid internet information

create a personal web page

Objectives:

Students will be
able to:

read and interpret internet basics through written English

read and interpret textbook exercises in written English

verbally explain internet procedures in English

distinguish between valid and invalid internet information

create a personal web page

demonstrate use ofthe World
Wide Web and its features.

Student Learning
Outcomes:

By the end of the
course, students will be able to:

read about Internet basics and understand what is being discussed or
described;

read and follow directions when practicing textbook exercises;

ask English questions concerning concepts and implementation;

explain procedures used or results obtained;

understand in English the basics of Internet searching that produces
valid information for personal, for business, and for academic use;

understand how to create a personal web page; and

understand in English how to use other World Wide Web features.

Instructional Methods:

A content-based approach
is employed to provide a more natural way to motivate English language learning
which accelerates language acquisition when students see a real-world purpose
in learning something they are interested in rather than language in isolation.Classes include development and
theorysessions followed by hands-on
practice and drills.Students will
complete periodic summary exercises that require application of all kills
learned to date which are premised on English language learning while having
Using the Internet content.Each
student will create a portfolio of finished output.

In this “English Through PhotoShop” course students develop
English language skills needed to be successful with PhotoShop. Students will
learn how to work with PhotoShop images from a variety of real world situations
and sources.

This course is not intended to
provide instruction which will result in the student's acquisition of
occupational skills. Placement
assistance by the school is not available for this course.

Course Goals:

This course will develop students’ English knowledge and
skills by using PhotoShop.

Objectives:

Students will be able to:

Read and
interpret written PhotoShop directions for textbook exercises in English

Express
questions clearly and concisely regarding PhotoShop

Explain
PhotoShop procedures using clear concise English

Discuss the
basics of the PhotoShop program

Use the basics
of PhotoShop from a variety of real world situations and sources to
design, develop and customize images

Student Learning
Outcomes:

By the end of the course, students will be able to:

Read about
PhotoShop basics and understand what is being discussed or described;

Read and
follow directions when practicing textbook exercises;

Ask questions
in English concerning concepts and implementation;

Explain
procedures used or results obtained regarding the basics of PhotoShop;

Write simple
explanations of procedures used or results obtained

Use PhotoShop
applications to design, develop, and customize images;

Employ the
basics of creating PhotoShop images from sources;

Apply
PhotoShop to real world situations;

Use navigation
toolbars and menus to customize PhotoShop; and

Use other
PowerPoint features.

Instructional Methods:

A
content-based approach is employed to provide a more natural way to motivate
English language learning which accelerates language acquisition when students
see a real-world purpose in learning something they are interested in rather
than language in isolation.Classes
include hands-on practice and drills.Students will complete periodic summary exercises that require
application of all skills learned to date which are premised on English
language learning while having PhotoShop content.Each student will create a portfolio of
finished output.

In this “English Through PhotoShop” course students develop
English language skills needed to be successful with PhotoShop. Students will
learn how to work with PhotoShop images from a variety of real world situations
and sources.

This course is not intended to provide
instruction which will result in the student's acquisition of occupational
skills. Placement assistance by the
school is not available for this course.

Course Goals:

This course will develop students’ English knowledge and
skills by using PhotoShop.

Objectives:

Students will be able to:

Read and
interpret written PhotoShop directions for textbook exercises in English

Express
questions clearly and concisely regarding PhotoShop

Explain
PhotoShop procedures using clear concise English

Discuss the
basics of the PhotoShop program

Use the basics
of PhotoShop from a variety of real world situations and sources to
design, develop and customize images

Student Learning
Outcomes:

By the end of the course, students will be able to:

Read about
PhotoShop basics and understand what is being discussed or described;

Read and
follow directions when practicing textbook exercises;

Ask questions
in English concerning concepts and implementation;

Explain
procedures used or results obtained regarding the basics of PhotoShop;

Write simple
explanations of procedures used or results obtained

Use PhotoShop
applications to design, develop, and customize images;

Employ the
basics of creating PhotoShop images from sources;

Apply
PhotoShop to real world situations;

Use navigation
toolbars and menus to customize PhotoShop; and

Use other
PowerPoint features.

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classes include hands-on practice
and drills.Students will complete
periodic summary exercises that require application of all skills learned to
date which are premised on English language learning while having PhotoShop
content.Each student will create
a portfolio of finished output.

to understand
how to navigate English toolbars and use English menus to customize the
Mac; and

to understand
how to use other Mac features in English.

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classes include hands-on practice
and drills.Students will complete
periodic summary exercises that require application of all skills learned to
date which are premised on English language learning while having introduction
to MAC content.Each student will create a portfolio of
finished output.

In
this “English Through Switching To MAC” course students develop English
language skills needed to successfully transition from a Windows PC to a Mac OS
environment.

This course is not intended to provide instruction which will
result in the student's acquisition of occupational skills. Placement assistance by the school is not
available for this course.

Course Goals:

This
course will develop students’ English skills in using Mac functions and
features.

Objectives:

Students will be able to:

Read and interpret Mac
basics through written English

Read and interpret textbook
exercises in written English

Use clear concise English to
ask questions

Explain Mac procedures using
clear concise English

Discuss the basics of Mac
program in English

Student Learning
Outcomes:

By the end of the course, students will be able to:

Read in
English about Mac and understand what is being discussed or described;

Read and
interpret in English Mac support site to use Mac computers effectively and
efficiently;

Follow
directions in English when practicing textbook exercises;

Ask questions
in English concerning concepts and implementation;

Explain to
others in English procedures used or results obtained;

Understand the
basics of Mac operating system described in English;

Use English
navigation toolbars and menus to customize the Mac;

Use other Mac
features in English

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classes include hands-on practice
and drills.Students will complete
periodic summary exercises that require application of all skills learned to
date which are premised on English language learning while having switching to
MAC content.Each student will create a portfolio of
finished output.

In this “English Through
iMovie” course students develop English language skills to be successful with
Apple iMovie.Students will learn how to
create movies on the computer using a variety of media and to output their
movies to tape or disk, send them via e-mail, or post them to a web site.

This
course is not intended to provide instruction which will result in the
student's acquisition of occupational skills. Placement assistance by the school is not
available for this course.

Course Goals:

This course will develop students’:knowledge and usage of iMovie

Objectives:

Students will be able to:

read and interpret
English written iMovie directions for textbook exercises

interpret documents
and situations written in English to design, develop, and customize iMovie
applications for various situations

express question in
English regarding iMovie

write simple iMovie
procedures and results in English

explain the design
and content of iMovie and iDVD

use the basics of
gathering video assets, trimming and organizing them, garnishing them with
title tracks, special effects, and transitions.

modify and use iMovie
to create stand-alone movies; and output their created videos to tape or
disk, e-mail, or the Web.

Student Learning
Outcomes:

By the end of the course, students will be able to:

read in English
about video editing software and iMovie and understand what is being
discussed or described IN English;

read and
follow English directions when practicing textbook exercises;

read English
documents and descriptions of situations and decide in English how to use
iMovie applications to design, develop, and customize video compositions;

ask questions
in English concerning concepts and implementation;

write simple
English explanations of procedures used or results obtained;

explain in
English the design and content of iMovie and iDVD presentations; and

understand the
basics of gathering video assets; of trimming and organizing them; of
garnishing them with title tracks, special effects, and transitions; of
using iMovie to create stand-alone English movies; and of outputting their
created videos to tape or disk, e-mail, or the Web.

Instructional
Methods:

A content-based approach is employed to provide a
more natural way to motivate English language learning which accelerates
language acquisition when students see a real-world purpose in learning
something they are interested in rather than language in isolation.Classes include hands-on practice and drills.Students will complete periodic summary
exercises that require application of all skills learned to date which are premised on English language learning while
having iMovie content.Each
student will create, develop, and output a video production and share it with
other students, according to guidelines provided by the instructor.

The Institute welcomes applications from
individuals seriously interested in acquiring improved English Language skills.Applicants are accepted without regard to
race, color, national origin, creed, sex, or physical handicaps.

Applicants for admission must be beyond
the age of compulsory schooling.

The Institute does not engage the services of outside
recruiters or agents.All students or
their family or a friend must contact the Institute directly in order to
receive firsthand orientation on important policies and procedures.No person or persons have been authorized to
represent the Institute off site.

Applicants may complete the Institute's
"Application For Admission" and return it to the school or avail
themselves of the Institute's "one-step, on-the-spot" Admissions
process.In the case of the
"one-step, on-the-spot" Admissions process, the student provides all
needed eligibility information in person to a Faculty Student-Services
Associate immediately prior to enrollment.

An interview is conducted.The purpose of the interview is to explore
the applicant's goals and abilities as they relate to the Institute's courses.

Arrangements will be jointly made by the
applicant and the Institute to forward to the Institute the applicant's
official high school transcript of grades.The Institute provides a release form for this purpose.For high school
graduates or those with high school equivalency, the institution shall have on
file evidence that the student has received a high school diploma or its
equivalent. A signed statement by the student is acceptable documentation.

Upon acceptance the applicant and
Institute complete an "Enrollment Agreement."The Agreement specifies all costs, payment
methods, and courses of instruction.

Although a personal interview is required
of all applicants, out-of-town or foreign students who register by mail and
meet other requirements may schedule the interview upon their arrival in New York.All interviews must be completed prior to the
start of classes.

Required courses may be waived for
students who can demonstrate proficiency in the competencies taught in those
courses, based on OBJECTIVE performance criteria.Documentation of how students demonstrate
proficiency in competencies is maintained in the student's file.

A student given advanced standing must complete
the total approved hours for the program unless an amended enrollment agreement
is signed for the remaining hours.

Advanced standing does not imply
"transfer hours" which are defined below.

Students who request transfer of hours are
required to present transcripts of previous studies for evaluation.A transfer of hours may be granted for hours
completed in an approved course or program from a licensed or registered school
or a registered program at a degree granting institution or in recognized
post-secondary institutions, at the discretion of the President or his
designee, after an evaluation of the student's transcript.

A student given transfer of hours has only
to complete the number of approved instructional hours for the program minus
the number of transfer hours granted by the Institute.

The President or his designee reserves the right to
test students before a final determination is made.Tuition adjustments will be made as required.

"The
prohibition against beginning a course of study prior to obtaining Service approval
of a change of nonimmigrant status request is limited to B-1 or B-2
nonimmigrants. The term ."course of study;' implies a focused program of
classes, such as a full-time course load leading to a degree or, in the case of
a vocational student, some type of certification. Casual, short-term classes that are not the primary
purpose of the alien's presence in the United States, such as a single
English language or crafts class, would not constitute a "course of
study." Courses with more substance
or that teach a potential vocation, such as flight training, would be
considered part of a "course of study" and thus would require approval
of a student status; . . . "

The Institute is
authorized under federal law to enroll non-immigrant foreign students.A foreign student may register by mail,
email, online or through a relative or friend in the United States.Please provide the following:

·a copy of the passport
page (or national identity document) which shows student's full name, birth
date, country of birth and citizenship

·address in the United States

·permanent address
abroad

·duration of
initial session course of study desired

·information
showing the student's means of support for an academic term.

·payment of the required
tuition deposit.
(This amount is deducted from the total tuition for the course selected.)

·certificate or
transcript from the last school attended. Transcripts and certificates are not returned.

The Institute will
complete the Form I-20 (Certificate of Eligibility) and send it to the student
for presentation to the proper consular officials.Upon providing this information, the student
will receive a copy of the Enrollment Agreement for his/her signature.A copy of the Enrollment Agreement is retained
by the Institute.

Pay-As-You-Learn Plan.The Institute
seeks to make its courses of study affordable to the greatest number of
students.In certain circumstances, a
Tuition Payment Plan makes it possible for students to "pay as they
attend" without interest charges.

Average Cost of
Attendance. The following represents the average cost for
a student to attend the Institute for one academic year.

Students may be granted a
waiver of "good academic standing" standards. The waiver is not
automatic.The waiver is granted only by
the President or his designee under the following conditions, if it is
determined that there is a reasonable expectation that the student will meet
future requirements, if said waiver is in the student's best interest, and if:

·the waiver is
discussed with the student and signed agreement obtained;

The Institute adheres to the refund policy on the
Enrollment Agreement given to students at registration.It reads as follows:

I. AFTER SIGNING THIS AGREEMENT BUT BEFORE STARTING
CLASS THE SCHOOL KEEPS: the non-refundable registration fee.THE LESSER OF 10% of tuition or ONE HUNDRED
DOLLARS ($100) per course or program.(Registration fee is additional to tuition but is deducted from last
payment.)

II.AFTER
STARTING CLASSES THE SCHOOL KEEPS:

A. The non-refundable registration fee (THE LESSES of
10% of tuition PER COURSE or Program) or ONE HUNDRED DOLLAR ($100) registration
fee per course or program PLUS
the stated cost of such textbooks, tools, materials, supplies, etc. as have
been issued by the school and accepted by the student, PLUS: The school keeps
tuition

1. FOR QUARTER ENROLLMENTS
(all courses):If termination occurs
week #

1st Quarter of 1st
Enrollment

Quarter 1 or 2 * of
subsequent enrollments

subsequent Quarters

week 1

0%

0%

25%

week 2

20%

25%

50%

week 3

30%

50%

75%

week 4

40%

75%

100%

week 5

50%

100%

100%

week 6

50%

100%

100%

week 7

60%

100%

100%

week 8

100%

100%

100%

2. FOR First-Time Students in
TERM ENROLLMENTS (all programs), The school keeps:

For withdrawal in:

Term 1

2nd Term

Subsequent Terms *

Week#1

0% of the term tuition

*

20% of the term tuition

Week#2

20% of the term tuition

*

35% of the term tuition

Week#3

20% of the term tuition

*

50% of the term tuition

Week#4

30% of the term tuition

*

70% of the term tuition

Week#5

40% of the term tuition

*

100% of the term tuition

Week#6

40% of the term tuition

*

100% of the term tuition

Week#7

50% of the term tuition

*

100% of the term tuition

Week#8

50% of the term tuition

*

100% of the term tuition

Week#9

60% of the term tuition

*

100% of the term tuition

Week #10

100% of the term tuition

*

100% of the term tuition

3. FOR Non-First Time TERM
ENROLLMENTS students (all programs), The school keeps:

For withdrawal in

Term 1

2nd Term

Subsequent Terms *

Week#1

0% of the term tuition

*

20% of the term tuition

Week#2

20% of the term tuition

*

35% of the term tuition

Week#3

35% of the term tuition

*

50% of the term tuition

Week#4

50% of the term tuition

*

70% of the term tuition

Week#5

70% of the term tuition

*

100% of the term tuition

Week#6

100% of the term tuition

*

100% of the term tuition

*
If the student withdraws in the second term, the school must use the first term
schedule unless the school demonstrates that no significant educational change
occurred in the program as of the student's last date of attendance.Significant Educational Change is defined as
non-functioning equipment which adversely affects the student's program,
material change in the student's schedule as agreed to at enrollment,
substitution of teacher in a course after instruction begins if the teacher
does not possess necessary language skills in approved language of instruction
in order to effectively communicate subject matter to students, or significant
increase in student-teacher ratio.

4. FOR ENROLLMENTS OF MORE
THAN TWELVE MONTHS:
A student who cancels during the first twelve months is refunded all monies in
advance for the second twelve months or part thereof.

B. ALL REFUNDS ARE MADE WITHIN FORTY-FIVE
(45) DAYS.Although not required, written notice of
cancellation is recommended.Refunds are
computed as of the last date of recorded attendance. The failure of a student to immediately notify
the school director in writing of the student’s intent to withdraw may delay a
refund of tuition to the student pursuant to Section 5002(3) of the Education
Law.

C. Diplomas, Certificates of
Completion, and academic transcripts are not issued until the student meets all
requirements and monetary obligations.

D. Students dismissed for
improper conduct, poor attendance, failing progress, or tuition arrears are not
relieved of financial obligations as specified in this Enrollment Agreement.

Each student who registers at the Institute is given an enrollment
agreement which indicates:course of
study, course length, tuition rate per class, total tuition required, payment
plan (first payment and weekly payment), starting and ending dates of the
course, and the refund policy. This enrollment agreement is signed by
authorized personnel of the Institute and by the student.One copy is made a permanent part of the
student's file.No promises other than
those so specified in this agreement are binding.

The Institute's offices at 240
West 35 Street, Manhattan,
Second Floor, are open for information, registration, and conferences from
9 a.m. to 9 p.m., Monday through Friday inclusive, except on
school holidays.

Each student receives a
program card on the first day of classes.The program card indicates hours, subjects, and room assignments.It must be presented to each teacher for admission
to class.Students should retain the
program card at all times.

Each student's program is the
result of consultation at the time of registration.Program changes can be made only after
further discussion with administrative personnel and a complete understanding
of the reason for the requested change and the effect the change will have on
the student's scholastic goals.

Regular
attendance is required for all classes.Daily attendance is taken in all classes and all absence and tardiness
is reported to the office.No credit for
attendance will be given for a class session in which a "class cut"
occurs.

Absences.When a student must be absent from classes, the
student must:

·telephone the
office at (212) 840‑7111 to report the reason for absence and

·provide the
Institute with a written explanation for the absence upon returning to classes.

Tardiness.Promptness in school is important preparation for the
business world.Students must report to
classes on time.Three class late
arrivals s of more than five minutes are charged as one absence.Faculty members may exclude students
chronically arriving more that fifteen minutes late without good cause, should
this condition result in disruption to the other students or the teacher.

Students
arriving more that thirty minutes late do not receive credit for the class
hour.

Notification
of Absence.When
a student is absent more than five times in a calendar month, a notice is sent
to the student's email or home directing him/her to meet with school personnel
and advising of possible loss of certificate/diploma eligibility or loss of
student visa status.

A
student who is absent for more than 15% of the total course time and who
has not maintained satisfactory grades or academic progress will be
dismissed.Students dismissed for any
reason are not relieved of the monetary obligations stated in the Enrollment
Agreement.

The Institute's designated school
official must terminate the SEVIS (Student and Exchange Visitor Information
System) record of any F-1 student visa student who does not comply with the
SEVP (Student and Exchange Visitor Program) full course of study requirement or
where a pattern of non-attendance is evident.

Students
may not attend classes without the required textbooks and materials.Credit is not extended for the purchase of
textbooks or materials in the Institute's Bookstore.Students are not required to buy their books
through the school bookstore.They are
encouraged to seek low-cost online alternatives for new or used books and to
use the Student Club "Book Exchange" to contact other students
wishing to buy or sell their unwanted used textbooks.

The
Spanish-American Institute requires faculty to observe the legal restrictions
on duplication of copyrighted material in the United States Copyright Law.The duplication of multiple copies of print
and graphic material for classroom use is restricted by the Law's "fair
use" guidelines.

While the Law
does not provide an exact measure of the amount of copyrighted material that a
faculty member may duplicate without first seeking permission from or making
payment to the author or publisher of the copyrighted material, it does provide
guidelines restricting the nature and amount of material that may be duplicated
and the amount that may be duplicated in any time period.

The
Spanish-American Institute strives to provide teachers and students with
comprehensive copyrighted required textbook and workbook materials for all
courses.Faculty are encouraged to
maximize the use of school textbooks and workbooks in their classes and to use
additional material only when absolutely necessary.In those instances, the Spanish-American
Institute has adopted the following "fair use" requirements for
multi-copying of copyrighted material, consistent with standards used at many
other postsecondary institutions.

Faculty
members are required to observe the following school copyright policy,
whether the material for classroom use is being duplicated by the
Spanish-American Institute or by a source outside the school:

1."Consumable
works" such as workbook material may never be copied for classroom
use.

2.The same item
shall not be duplicated over and over again.

3.No more than 10%
or 1,000 words, whichever is less, of a longer prose work may be
duplicated for classroom use.

4.For all other material, consult with the Dean of
Academic Affairs before duplicating multiple copies.

Homework
is assigned regularly and is an important part of the learning process.All students are expected to complete
assignments to the best of their ability and to present them in class on the
due day.

Students must satisfactorily
complete an equal amount of make-up work for the time they are absent.Students who require more than eight days
beyond the scheduled course completion date may be charged at the hourly rate
for the additional time.A student who
misses 15% of the total course time and who has not maintained
satisfactory grades or academic progress will be dismissed.

Make-up Examinations.When a student
does not take an examination for valid reasons, a make-up examination is
required within ten days of the student's return to classes.The instructor schedules such make-up
examinations.

Incomplete Status.A
student who has received an "INC" for whatever reason must rectify
this deficiency within ten days or receive a failing grade for the subject in
which an incomplete was given.

The
Institute does not have a uniform or standard dress requirement.Students may dress in casual, comfortable
attire; they are expected to be neat and presentable at all times.Their manner and dress should reflect credit
on themselves and on the Institute.

A
student who requires a leave of absence must submit the request in writing to
the office.If the leave is granted, the
student will be permitted to suspend his/her course of study for a period not
to exceed three months.The student may
then resume without loss of time or tuition paid.

When
a student returns from an approved leave of absence, the student shall be
placed in the instructional program at the point commensurate with the skill
level retained by the student at the time of his or her return.For leaves of less than 30 calendar days,
there will be a counseling session to determine the student’s retention level.For leaves in excess of thirty days, in
addition to the counseling session, faculty members will assess the student’s
retention level and provide instruction accordingly.

Academic
Progress.In order to maintain good academic standing, a student
must achieve a grade of at least 65% and attain a cumulative average of not
less than 70% (Grade Point Average: 2.0).There are six grade reporting periods in each calendar year.The Institute assesses satisfactory progress
for students at the:

·end of each
student's academic year,

·quarter point of
the regular time frame,

·halfway point of
the regular time frame,

·quarter point of
the established maximum time frame of the program,

·halfway point of
the established maximum time frame of the program, and

·three-quarter
point of the established maximum time frame of the program.

Students not maintaining
satisfactory academic progress at the regular halfway point will be placed on
probation until the halfway point of the maximum time frame.

The maximum time frame in which a student must complete his/her
educational objective is 1.5 times the standard program length for normally
progressing students of the same enrollment status.At the halfway point of the maximum time
frame of a program, the student must have successfully completed at least 60%
of the clock hours attempted toward the educational objective.The minimum grade-point average at the
halfway point of the maximum length must be 1.5.

At the 75% point of the
maximum permitted length, the student must have completed 65% of the clock
hours attempted toward the educational objective and the grade point average
must be 1.75.

A student on academic probation is
considered to be making satisfactory progress during the probationary period.At
graduation the minimum grade point average must be 2.0.Evaluations are conducted at least once every
academic year at the 25%, 50%, 75%, and 100% point of the maximum program
length.Please see Table 2
Satisfactory Progress on page 52 below.

Incomplete Status.A student who has received an "INC"
(incomplete) for whatever reason must rectify his/her deficiency within ten
(10) days or be considered failing in his/her grade for the course in which an
incomplete "INC" was given.

·Withdrawals. A student who
withdraws from a course prior to completing the course requirements earns a grade
of "W" and zero points for that course.A student who withdraws from or repeats a
course for whatever reason, must complete the program with the required number
of courses within the time frame allowed.A failing grade will not be included in the student’s grade point
average if the student repeats and passes the course.Only the passing grade will be calculated in
the average.

Repeated Courses
Grades.Grades earned for courses repeated due to
failure to obtain a passing grade replace the failing grade in computations of
satisfactory academic progress except with respect to the computation of the
maximum time frame permitted to complete the program.

Pass/Fail Grades. The Institute does not use pass/fail grades.See Grading
Scale on page 49 for a explanation of the Institute's grading scale.

Non-Credit, Remedial Coursework.Non-credit remedial classes
are not available.Students requiring
extra help or tutoring should contact the Dean of Students for assistance.Hours beyond the normal program elective and
required hours and are not included in the computation of satisfactory academic
progress.

Extended Enrollment
Status.A student determined to not be making
satisfactory progress at the evaluation points described above may be continued
in extended enrollment status at the discretion of the Dean of Students for an
unlimited period of time, provided that the student and Dean discuss and agree
in writing to the following:

·the student is
responsible for all financial arrangements with the school;

·the school may
charge the student for tuition and fees during extended enrollment, but is not
required to do so.

While in extended enrollment
status,

·students must
seek to correct any academic deficiencies by taking additional course hours,
retaking courses they have failed and upgrading their skills;

·students who
exceed one and half times the normal course length in extended enrollment
status do not receive the original academic credential for which they enrolled
but may receive a certificate of completion; and

·the Institute
will calculate refunds from the last day of attendance, not including extended
enrollment.

Only student's Spanish-American Institute course work average
is assessed. Transfer course grades do
not impact the student's Institute GPA.Transfer courses accepted by the Institute count as attempted and earned
courses for the quantitative measure.That is to say, courses completed at another school and accepted by the
Institute are excluded from the GPA calculation, but included in the completion
rate and maximum time frame calculations.

A student who is in compliance with the Institute's
Satisfactory Academic Progress Policy may change their program of study.The maximum timeframe will include all
courses the student has attempted including those not applicable to the new
program.A student who changes programs
will have included in the determination of his or her satisfactory academic
progress standing (both quantitatively and qualitatively) the course or courses
attempted and grade(s) earned that count toward the student's new program of
study.

A student who seeks to earn an additional credential
must complete the required courses for each of the programs within the
timeframe of the longer program.In
addition the student must meet all quantitative and qualitative standards for
each of the programs.

Students are tested regularly and must achieve a
satisfactory grade in order to maintain good standing.Examinations are given bi-monthly to measure
student progress.All grades are entered
on official grade sheets by the teacher and submitted to the office for entry into
individual student records.A Progress
Report (report card letters) is e-mailed (or individually printer upon request)
to each student after each bi-monthly examination period.Final grades for each course in a program are
calculated by taking a straight average of each of the weekly grades recorded
by instructors on the weekly attendance rosters.Course final grades are weighted by course
hours when calculating grade point averages for programs.

Students who receive a
cumulative average below 70% (Grade Point Average of 2.0) for two consecutive
bi-monthly grading periods will be placed on academic warning for the next two
bi-monthly grading periods and are expected to improve their grades in the next
examination periods.Such students will
be extended guidance, extra classes, and homework in an effort to improve upon
their performance.

After enrolling in
the ESL-Plus Course of Study and before starting classes, student are individually
scheduled for ESL level placement by completion of an internationally
recognized and normed placement test to determine their current abilities.The CELSA Test (Combined English Language Skills
Assessment) is a 45-minute test consisting of 75 questions.It is designed to place ESL (English as a
Second Language) students in the appropriate ESL classes.

Students begin studies at the level corresponding to
their current language abilities as determined by a placement test and remain
in the assigned level for the number of hours indicated unless the instructor
recommends a higher level sooner or later.Teacher recommendations are based on student attainment of the course
terminal objectives in less than (or more than) the normal number of
hours.Students may complete less than
(or morethan) course hours of work in listed
individual course hours if teachers recommend advancement upon completion of
terminal objectives prior to (or after) completion of the individual course
hours.Slower students must complete 65%
of the course hour terminal objectives to maintain satisfactory academic
progress.Therefore, the number of hours
spent in each course will vary according to course placement at registration
and individual achievement of terminal course objectives.

To meet the Institute’s ESL-Plus Course of Study completion
requirements, the student must:

1.pass all courses in the Course of Study with a grade
of 65% or higher,

2.have a cumulative average of at least 70% (Grade Point
Average: 2.0),

3.have met all financial obligations to the
Institute.

Students
are tested regularly and must achieve a satisfactory grade in order to maintain
good standing.Examinations are given
bi-monthly to measure student progress.Bi-monthly
exams are keyed to student learning outcomes in each course syllabi.All grades are entered on official grade
sheets by the teacher and submitted to the office for entry into individual permanent
student records.A Progress Report
(report card letter) is e-mailed (or individually printed upon request) to each
student after each bi-monthly examination period. Final grades for each course in the ESL-Plus
Course of Study are calculated by taking a straight average of each of the bi-monthly
grades recorded by instructors on the bi-monthly attendance/grade rosters.Course final grades are weighted by course
hours when calculating grade point averages for course of study.Alternately students may demonstrate mastery
of terminal course objectives at any time by scoring 80% or higher on the
corresponding MyLab Exit Test.

Students are
informed of their individual progress by a Progress Report (report card letter)
that is e-mailed (or individually printed upon request) to each student after
each bi-monthly examination period.

Students
may provide information about mitigating or special circumstances relating to
academic probation within three weeks of being placed on academic
probation.The Academic Warning and
Probation Appeals Committee consisting of the Institute’s President and Deans
will evaluate this information.A
determination will be made within ten (10) days of receipt of the student’s
written appeal request.

Students
may provide information about mitigating or special circumstances relating to grades
within three weeks of receiving the grade.Grade Appeals Committee consisting of the Institute’s President or his
designated representative Dean, Chair or
senior faculty member will evaluate this information.A determination will be made within ten (10)
days of receipt of the student’s written appeal request.

Since
the Institute employs the continuous enrollment method, there are no specific
"registration dates."New
students are admitted to classes on the second Monday of each month.There are, therefore, 12 start dates a
year.All course of study are designed
so that students are able to progress systematically through each lesson.Students are tested regularly.Students must pass required tests in order to
maintain good academic standing.

The Institute is open year-round
except for the following holidays.The
holidays listed below correspond to those observed by New YorkState
and Federal offices.The Institute is
also closed for the period between Christmas Eve and New Year's Day.